54 necessary to conduct a test to check the data normality. Therefore, the test of
normality and homogeneity must be carried out for every obtained data set. When the data is tested and it turns out that the data is normally distributed then the data
will be analyzed with one-way ANNOVA. In contrast, if the test of normality of the data set reveals that the data does not follow the normal distribution, the
further data analysis would be using Kruskal-Wallis H test.
1. The Developmental Pattern of Grammatical Aspect Acquisition
The analyzed data were obtained from the written test given to three groups of students. The test consisted of 36 test items with two sub-points in each
item. Point ‘a’ is intended to measure the learners’ acquisition grammatical aspects usage in a sentence. This point requires the learners to provide the most
appropriate verb form to complete the sentence; the grammatical aspects presented in the sentences become the consideration for the learners in providing
the correct verb form. Point ‘b’ intended to measure the acquisition on grammatical aspects identification. In this point, learners have to understand the
grammatical aspects of the sentence in order to be able to select the correct grammatical aspects whether it is simple, perfect, progressive, or perfect-
progressive aspects. Those 36 test items were constructed from four groups of test items representing each aspect: simple, perfect, progressive, and perfect
progressive aspects. Each aspect was represented in nine test items. As mentioned before, according to the normality test conducted to the
data set of this study the data set does not follow a normal distribution, therefore the Kruskal-Wallis H test was carried out to do further analysis. The following
55 table presents the Kruskal-Wallis H test on the acquisition of grammatical aspects
acquisition among the three groups of learners.
Table 4.1 Mean Ranks of Grammatical Aspects Acquisitions
Mentioning to analysis result on table 4.1 it can be observed that the group of the fourth semester students obtained the highest mean rank with 57.40
followed by the sixth semester students with 47.48 points, and the lowest mean rank belongs to the second semester students with 31.62 points. If it is observed
further, the means difference between the fourth semester and the sixth semester students 25.78 is quite plenty compared to the means difference between the
fourth semester and the sixth 9.92. Therefore, an assumption that can be drawn: the development of the grammatical aspects acquisition from the second semester
to the fourth semester increases vastly until reaching its peak on the fourth semester and when it goes to the sixth semester the development of the
grammatical aspects acquisition decreases slightly. In addition, the following figure 4.1 about the mean of the three sample
groups is presented to provide a visualization of how the developmental pattern of the grammatical aspects acquisition looks. The graph reveals the developmental
pattern follows the shape of inverted V. From second semester to the fourth
Ranks
Groups N
Mean Rank Grammatical
Aspects acquisition 2
30 31.62
4 30
57.40 6
30 47.48
Total 90
56 semester, the graph is inclining, and from the fourth semester to the sixth
semester, the graph is slightly declining. It can be interpreted that the second semester students achieved the lowest mean rank. The fourth semester students
achieve the highest mean rank and the mean rank of the sixth semester students is slightly below the fourth semester.
To provide comprehensive information on the grammatical aspect acquisition, there is also a thorough analysis of the acquisition of grammatical
aspect usage and knowledge. Grammatical aspect usage shows learners’ ability to use and identifying the grammatical aspect of a sentence. The analysis result is
presented as follows:
Figure 4.1 A Developmental Pattern of Grammatical Aspects
Acquisition
57
Table 4.2 Descriptive Statistics of Aspect Usage and Aspect Knowledge Descriptive Statistics
N Mean
Std. Deviation Min Max
Aspect usage 90
12.42 5.858
3 29
Aspect knowledge 90
18.44 5.366
2 30
Groups 90
4.00 1.642
2 6
Table 4.2 shows the mean of grammatical aspect knowledge of the three groups of students 18.44 is higher than the mean of grammatical aspect usage
12.42. Therefore, it can be deduced that students’ knowledge on identifying grammatical aspects is slightly better than their skill on implementing or using
correct grammatical aspects. Given that fact, it possibly happens that a student who is able to identify the correct grammatical aspect will not be able to construct
a sentence with correct grammatical aspect because their knowledge on identifying the grammatical aspect is better than their skill in using it.
In addition to the developmental pattern of the grammatical aspects acquisition there are also two additional graphs showing the developmental
pattern of the acquisition of the grammatical aspect usage and the developmental pattern of the grammatical aspects knowledge respectively. Figure 4.2 shows that
the developmental pattern of the acquisition of the grammatical aspects knowledge of the second, fourth and the sixth semester students is in an inverted
V shaped line. While the Figure 4.3 shows that the developmental pattern of the acquisition of the grammatical aspects knowledge of the second, fourth and the
sixth semester students is also in a form of inverted V shaped line. Although the maximum mean of the acquisition of the grammatical aspect usage of the three
groups of students is higher than the mean of the acquisition of the grammatical
